The Analysis of Students’ Special Curiosity in Sports Based on Some Demographic Variables

Abstract

The present study aims to determine special curiosity in sports among students who study at different university departments. The population of the study consists of students studying at different departments at Yozgat Bozok University during 2018-2019 academic year. The sample of the study consists of 397 students who study at different departments at Yozgat Bozok University during 2018-2019 academic year and voluntarily participated in the online survey sent them by e-mail. Survey was used as a data collection method in the study. Students’ demographic features were obtained using a “personal information form”. In order to identify students’ specific curiosity in sports, “Sport Fan Specific Curiosity Scale” adapted to Turkish context and tested for reliability and validity by Korur and Dever (2018) was used. The obtained data were statistically analyzed using SPSS 18 software program. Frequency analysis, percentage analysis, arithmetic means, t test and ANOVA were used for data analysis. The findings of the analysis demonstrate that statistically significant differences were found among students’ levels of specific curiosity in sports in terms of their gender, department, family participation in sports and monthly expenses (p<0.05). On the other hand, no statistically significant differences were observed among students in terms of place of residence and family level of income (p>0.05).

The Effect of Curiosity on Mathematical Creativity

“…The results also show that there is a positive correlation between the level of curiosity and the use of learning strategies [5]. This curiosity allows a person to seek answers, explore problems, observe their environment, and understand events that are taking place in the world [6]. From these various opinions, it can be concluded that the importance of curiosity is that it can benefit students and can make students active in learning, thus gaining new knowledge and skills and obtaining important information for successful learning.The theoretical model of curiosity is divided into two dimensions.…”

“…The previuos study showed a positive relationship between curiosity and motivation [5]. Another study showed that there were significant differences in curiosity based on gender, majors, and monthly expenses [6]. Other studies have shown that perceptions of teaching styles contribute to students' curiosity and motivation to be active in the classroom [9].…”